In discussion of assessment and its applicability to the needs of the Spanish-speaking student population, four types of assessments are presented in the context of the educationally significant testing needed in this area. The focus of this paper is on the use of comprehensive assessment to measure the repertoire of language resources that the Spanish-speaking population bring to the school experience. Multiple matrix sampling techniques are described as they apply to the following assessment requirement: To what degree do speakers of Spanish in the United States possess proficiency in Spanish, taking into account levels of formality, slow/fast speech, colloquial, and dialectal usage of language? (Author)

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